CHCECE054

Application

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural context, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

This unit applies to educators who work in regulated children’s education and care services and schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.

Unit mapping information

No equivalent unit.

Licensing, legislative, regulatory or certification requirements

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Foundation skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit sector or competency field

Children’s Education and Care

Prerequisite, co-requisite or interdependent assessment of units

Not applicable

Assessment conditions

Skills must be demonstrated in a regulated children’s education and care service or school in Australia:

• interactions with children must be supervised by an approved early childhood educator or teacher.

Skills related to collaboration, reflection and research may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service or school in Australia.

Assessment must ensure access to:

• curriculum from the regulated service or school
• sources of information on local Aboriginal and/or Torres Strait Islander peoples’ histories and cultures
• service standards, policies and procedures for:
  • collaborative partnerships with families and communities including direct relationships with First Nations families and communities
  • educational program and practice
  • relationships with children
• National Quality Framework:
  • National Quality Standard
  • the relevant approved learning framework
• educators for collaboration
• children in an education and care service or school.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.